Using generational theory to rethink teaching in higher education

This paper reviews the literature on emerging adulthood with a focus on the implications of generational theory on teaching and learning in higher education. During the past 15 years, researchers have described personality traits, attitudes, and behaviors of emerging adults. Two very different views...

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Bibliographic Details
Published in:Teaching in higher education 2016-01, Vol.21 (1), p.25-36
Main Authors: Buskirk-Cohen, Allison A., Duncan, Tisha A., Levicoff, Margaret
Format: Article
Language:English
Subjects:
adjustment
college
College Students
Education
Educational Theories
Gender Differences
Generational Differences
Higher Education
Individual Characteristics
intergenerational relations
Late Adolescents
Literature Reviews
Personality Traits
Student Centered Learning
Teacher Effectiveness
Teaching Methods
well-being
Young Adults
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Summary:This paper reviews the literature on emerging adulthood with a focus on the implications of generational theory on teaching and learning in higher education. During the past 15 years, researchers have described personality traits, attitudes, and behaviors of emerging adults. Two very different views have emerged: one that is prosocial, citing qualities like optimism and confidence, while the other is quite negative, using narcissism and anxiety as descriptors. The authors of this paper contend that both views may be correct, and suggest that contextual or environmental factors play a role in eliciting certain characteristics. Several key educational theories are discussed, with an argument posed for how learner-centered education may offer the most developmentally appropriate context for today's emerging adults to thrive in higher education.
ISSN:1356-2517
1470-1294
DOI:10.1080/13562517.2015.1110787